Ph.D., University of Maryland @ College Park, 2008
M.Ed., University of Virginia, 2005
B.S., University of Maryland @ College Park, 2000
Dr. Adria Hoffman serves as the Director of Clinical Practice and Partnerships in the Department of Curriculum, Instruction, and Special Education. In this role, she facilitates organizational partnerships and over 700 placements annually for future teachers, practicing teachers enrolled in online teaching methods courses, early childhood experiences, and service-learning experiences integrated into education electives. She currently serves as the on the ATE-VA Executive Board as the Chair of Clinical Experiences and as the Teacher Education representative on the Virginia Professional Education Consortium.
Dr. Hoffman's research interests bridge two spaces: identity construction and system change within education. She is primarily interested in how people within diverse affinity and professional groups construct identities and in how identities evolve throughout professional lives. Her work explores the processes and systems that support and/ or hinder educators' work. She is most interested in the ways in which professional interactions may perpetuate inequitable educational outcomes, as well as those with the potential to create inclusive spaces in which people thrive. Guided by her research interests, she facilitated and implemented revised training programs for mentor teachers and university supervisors/ instructional coaches, including the creation of a grant-funded graduate course focused on mentoring and coaching skills for teacher-leaders in area schools. In collaboration with school division leadership, she designed the Curry Teaching Fellowship to connect teacher preparation and induction while reducing the financial burden as teachers enter the profession. Dr. Hoffman's current project is a needs assessment of teacher induction programs across nine school divisions. The ultimate goal of this project is to help school divisions reduce the duplication of effort and to create microlearning tools that can fill gaps identified by teacher-leaders focused on creating the conditions to help new teachers succeed.
Special Issue of School Psychology Review Highlights New Approaches to Close the Discipline Gap in US Schools